人教版七年級(jí)英語(yǔ)下冊(cè)全套教案

1 人教版七年級(jí)英語(yǔ)下冊(cè)全套教案 Unit 1 Wheres your pen pal from? 一、單元教材分析 本單元的中心話題是 pen pals。主要語(yǔ)言功能項(xiàng)目是 talk about countries, cities and languages。語(yǔ)法結(jié)構(gòu)為 Where from； Where live and what language speak。 先以Activity1 復(fù)習(xí)語(yǔ)言與國(guó)家的配對(duì)練習(xí)入手， Activity2a, 2b 一個(gè)綜合的聽力 訓(xùn)練來(lái)展示學(xué)生的聽力能 力，并以聽力內(nèi)容為基礎(chǔ)，通過(guò) Activity2c 中假設(shè)的兩人 對(duì)話操練來(lái)培養(yǎng)學(xué)生的交流能力，同時(shí)也引導(dǎo)學(xué)生多溝通與多交流。 Activity3a 是一篇 email 形式的閱讀文章，并有相關(guān)問(wèn)題由學(xué)生在閱讀后進(jìn) 行回答 Activity3b 是根據(jù)提供的信息進(jìn)行填空的寫作練 習(xí)， Activity3c是一篇模仿寫作，讓學(xué)生給自己的筆友寫 一封關(guān)于本人信息的 email。 我在各課時(shí)教學(xué)中設(shè)計(jì)各種各樣的小活動(dòng)，通過(guò) Discussion， Classifying， Guessing 等不同方式讓學(xué)生掌握本單元的知識(shí)點(diǎn)， 用學(xué)會(huì)的知識(shí)與外國(guó)的筆友自如的交談是學(xué)習(xí)本單元的目的。 二、教學(xué)目標(biāo)分析 1、 語(yǔ)言 目標(biāo) a. 重點(diǎn)詞匯： Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, Paris. Cities: Sydney, New York, Toronto, Toyo, London Languages: English, French, Japanese, Chinese. b. 重點(diǎn)句型： Where from? Shes/Hes from 2 Where does live? She/He lives in What language does she /he speak? She/He speaks . 2、 能力目標(biāo) a. 培養(yǎng)學(xué)生在文段中尋找信息的能力； b. 學(xué)會(huì)用英文給筆友寫回信，簡(jiǎn)單介紹個(gè)人情況； c. 通過(guò)有效地小組合作，培養(yǎng)學(xué)生合作能力及團(tuán)隊(duì)精神。 d. 在 連慣的聽說(shuō)讀寫活動(dòng)中，訓(xùn)練學(xué)生的邏輯思維，快速反應(yīng)能力和實(shí)踐能力 , 使學(xué)生能熟練運(yùn)用新句型來(lái)談?wù)撃挲g和日期。 3、 交際 目標(biāo) 通過(guò)學(xué)習(xí)本單元的內(nèi)容，使學(xué)生學(xué)會(huì)用各種方式與世界各國(guó)朋友交流。 4、德育目標(biāo) 了解世界，了解不同地區(qū)的人文風(fēng)俗；學(xué)會(huì)理解和尊重異國(guó)文化。 三、 單元 重難點(diǎn) 分析 重點(diǎn)： 1. 談?wù)搰?guó)籍、民族及其語(yǔ)言。 2. 詢問(wèn)并回答人們的住處。 難點(diǎn)： 1. 含 from 的 where 引導(dǎo)的特殊疑問(wèn)句及其回答 2. 含 live的 where引導(dǎo)的特殊疑問(wèn)句及其回答 四、 課時(shí)結(jié)構(gòu) 為了能較好 地實(shí)現(xiàn)既定的教學(xué)目標(biāo)，結(jié)合本單元教學(xué)內(nèi)容和學(xué)生的學(xué)習(xí)規(guī)律，將本單元授課時(shí)定為四課時(shí)。 3 Period 1 Section A 1a2d Period 2 Section A 3aSection B2c Period 3 Section B 3a-3c Period 4 Summing up Section A and B and the grammar. 五 、教學(xué)過(guò)程設(shè)計(jì) The First Period Teaching aims: 1 Learn to express the main countries and cities. 2 Know something about the countries. 3 Master where- sentence structure. Key points: 1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo world 2.Sentences: -Where is your pen pal from? -Hes from Australia. -Where does he live? - He lives in Paris -Where is Johns pen pal from ? Teaching aids: Some cards with cities and countries. Teaching procedures: Step 1.Leadin (1a&2a) 4 First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通過(guò)這個(gè)環(huán)節(jié)，教師完成本單元的新單詞的導(dǎo)入，通過(guò)提供給學(xué)生每個(gè)國(guó)家的地圖，讓學(xué)生猜出國(guó)家名稱 及相應(yīng)的城市 ，學(xué)生能有意識(shí)的記憶國(guó)家 及城市 的名稱，并為整節(jié)課任務(wù)的完成奠定最基本的詞匯基礎(chǔ)。在看圖片時(shí)學(xué)生能夠做到精神集中，并能激發(fā)學(xué)生的學(xué)習(xí)興 趣。 Step2.Practice(1c&2d) Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with Where is she/he from? and Where does she/he live? Ask some students to stand up and practice with teacher. With these sentence structures, ask students to practice them in pairs. Make a Survey to understand your classmates better. Name Country City 上面這些句型的操練都是為了最后一個(gè)任務(wù)作鋪墊。操練的過(guò)程中可以及時(shí)糾正學(xué)生的錯(cuò)誤。然后讓學(xué)生填寫調(diào)查表，了解全班同學(xué)的筆友分別來(lái)自哪個(gè)國(guó)家以及居住在哪個(gè)城市，同時(shí)讓學(xué)生認(rèn)識(shí)和了解一些國(guó)家和城市相關(guān)地理文化知識(shí)，拓展學(xué)生的視野 , 激發(fā)他們的興 5 趣。在完成任務(wù)的過(guò)程中運(yùn)用 wherefrom 和 wherelive 引導(dǎo)的特殊疑問(wèn)句 , 綜合運(yùn)用目標(biāo)語(yǔ)言 , 詢問(wèn)并回答人們的國(guó)籍和住處。 Step3.Listening comprehension(1b,2b&2c) After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口頭練習(xí)的基礎(chǔ)上，在他們熟練掌握本課時(shí)句型以后再做這些聽力應(yīng)該是不難了，這樣可以增加他們學(xué)習(xí)英語(yǔ)的信心。并且這些聽力材料的設(shè)計(jì)也是層層遞進(jìn)，由易到難，充分考慮到了學(xué)生的層次，起到了很好的鞏固作用。 Step4.Homework Revise Section A1a2d Make a similar dialogue about pen pals The Second Period Teaching aims: 1. Go on to learn the countries and cities. 2. Master where- sentence structure. 3. Learn the new sentence structure: -What language does she/he speak ? - He/She speaks Key points: 1. Words: language, Japanese, French, in English. 2. Sentences: -What language do they speak? -What language does she /he speak ? -She/He speaks 6 Teaching aids: Some cards with cities and countries. Teaching procedures: Step1.Revision (Brain Storm) Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用這樣一個(gè)小小的游戲，既復(fù)習(xí)了上一課時(shí)的單詞又活躍了課堂的氣氛，也為這一節(jié)課新知識(shí)的教授作好了銜接。使新課的導(dǎo)入自然又輕松。 Step2.Leadin (3a&SectionB1) The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Lets look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通過(guò)一系列的活動(dòng)，讓 學(xué)生知道那個(gè)國(guó)家講什么 語(yǔ)言，學(xué)會(huì)說(shuō)這些語(yǔ)言的單詞，為下面的任務(wù)做 準(zhǔn)備。 Step3.Listening comprehension (SectionB2a&2b) Do some listening exercise to review what we learned before.通過(guò)這個(gè)聽力練習(xí)，鞏固前面所學(xué)的知識(shí)，也為下一步的學(xué)習(xí)舉了一個(gè)范例，相當(dāng)于一小步導(dǎo)入。 Step4. Practice(3b&SectionB2c) Choose your favorite pen pal and say something about him or her. Classroom activities： 1 Teacher shows the power point to students and introduces the new structures. Name: Maria Gender/Sex: Female Be from: Canada 7 Born: On 29th July, 1990 Live: Toronto Language: English and French Like: Dancing, basketball, English, thrillers, Family: No brothers or sisters My pen pal is Maria. She is from Canada. She is Canadian. She lives in Toronto. She speaks English and French. She likes dancing, basketball, English and thrillers. She has no brothers and sisters. 2 Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals. The structures:： My pen pals name is. He/she is from. He/She lives in. He/She speaks. He/She likes . 3 Discuss with your deskmate. 4 Make a survey about the information about other students pen pals, including their names, ages, nationalities, countries, cities, languages, likes and dislikes. Step5.Homework 1. Revise Section A3aSectionB2c 2. Write a short passage about your friends pen pal according to the survey. 8 The Third Period Teaching aims: 1. Listen 2a , 2b 2. learn a letter and write answers to the question 3. Make an information card. 4. Write an email to your pen pal. Key points: 1. Words: any, dislike, dislike 2. Sentences: -Does she have any brothers and sisters ? -Where is she from? -Is that from your new pen pal? -I like going to the movies and playing sports. -Can you write to me soon? Teaching aids: Some cards with cities and countries. Teaching procedures: Step1.Revision Revise the names of the countries, cities and languages by fill in a form.通過(guò)這個(gè)復(fù)習(xí)目的在于讓學(xué)生牢牢掌握，因?yàn)檫@些詞匯很難，要不停反復(fù)地記。 Step2. Reading (3a) 1. The students open the books, turn to Page 5 and read the first letter. After that, the students answer six simple questions. 9 2. The students read after the tape and go on asking and answering some more questions in pairs. 通過(guò)這一步的練習(xí)，作好熱身運(yùn)動(dòng)，為下面更多內(nèi)容的閱讀作好準(zhǔn)備。 Step3. Pairwork (3b) 1. The students read the letters that the teacher gives them and then choose one pen pal they like. 2.The partner asks the student some questions about the pen pals letter and then help the partner to fill in ID card of my partners pen pal. 3. Do a report. My partners name is _. His new pen pals name is _. He is _ years old. He is from _. He lives in _. At school, he likes _. His favorite _ is _ I think he can be my partners pen pal. Do you think so? 4. Finish 3b in page 5. Step 4.Big Task (3c) School new term just begins, would you like to write an e-mail to your pen pal? Write about yourself and something about your school. ID card of my partners pen pal Name: _ _ Age: _ From: _ _ Languages: _ _ Like: _ _ Favorite: _ _ 10 這一步是全單元的重心所在，全面所有的工作都是為了 現(xiàn)在所作的努力，學(xué)生掌握的如何也可以從這里看出 ，所以我們可以給予 學(xué)生充足的時(shí)間，讓他們?cè)谡n堂上慢慢寫，這樣如果在寫作過(guò)程中出現(xiàn)錯(cuò)誤，我們也可以及時(shí)給于他們糾正。 Dear friend, I have received your e-mail, and I want to be your pen pal. I _ _ _ _ _I think I can be your good friend. I hope to get your letter soon. Yo urs, . Step5 Homework 1. Write to your pen pal to talk about yourself. 2. Try your best to send it. The Fourth Period Teaching aims: 11 1. Review the all words. 2. Describe classmates. Key points: 1. Key word check Imagine and describe the new students 2. Just for Fun! Teaching aids: Some pictures. Teaching procedures: Step1.Revision 1. Free talk with the learnt sentences. 2. Check homework Step2. Presentation 1. Learn all the sentences in this unit. -Where are you from? -where is your pen pal from? 2. Review all the main structures and countries, cities and languages by pictures. Step3. Practice 1. Practice all the main sentences in this unit in class. 2. Ask Ss to act out their own dialogues. 3. Correct the mistakes. 12 Step4. Consolidation 1. Make some exercises. 2. Give more words in Just For Fun! Mars 火星 Martian-火星人，語(yǔ)言類 Step5.Homework: 1. Review the whole unit. 2. Preview next unit. Unit 2 Wheres the post office? 一、 單元教材分析： 本單元的中心話題是通過(guò)運(yùn)用一些方位介詞來(lái)詢問(wèn)某一場(chǎng)所的位置 .其主要內(nèi)容都是圍繞問(wèn)路、指路的一些語(yǔ)言項(xiàng)目展開 的，例如： Where 引導(dǎo)的特殊疑問(wèn)句和 Is there ?句型等。通過(guò)本單元的學(xué)習(xí)，學(xué)生不僅要進(jìn)一步掌握方位介詞的用法和一些建筑物的名稱，并用要學(xué)會(huì)闡述某一場(chǎng)所中各個(gè)建筑物之間的位置關(guān)系；同時(shí)能夠利用地圖向他人介紹自己所居住的社區(qū)，并能夠識(shí)別簡(jiǎn)單的路線圖。并培養(yǎng)學(xué)生在實(shí)際生活中辨別方向的能力，養(yǎng)成熱心助人的確品質(zhì)。 二、教學(xué)目標(biāo)分析 1、認(rèn)知目標(biāo) 1）重點(diǎn)詞匯 * post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue * new, clean, quiet, big, small, dirty, old, busy * left, right, next to, across from, near, between 2). 語(yǔ)言目標(biāo) * Is there a bank near here ? Yes, theres a bank on Center Street. * Wheres the supermarket ? Its next to the library. * Is there a pay phone in the neighborhood ? Yes, its on Bridge Street on the right. 13 * Where 引導(dǎo)的特殊疑問(wèn)句 * 肯定陳述 * 表示方位的介詞 3）語(yǔ)言功能 在街道上問(wèn)路與指路 2、能力目標(biāo) 1 能夠?yàn)樗酥该魅ツ骋粓?chǎng)所的路線，學(xué)會(huì)畫路線圖。 2 培養(yǎng)學(xué)生在生活中辨別方向的能力以及向他人介紹處所的能力。 3 能夠設(shè)計(jì)自己理想的居住環(huán)境。 3、德育目標(biāo) 通過(guò)學(xué)習(xí)本單元的內(nèi)容，使學(xué)生在實(shí)際生活中能夠識(shí)別方向，差養(yǎng)成樂于助 人的好習(xí)慣。 三、學(xué)生學(xué)情分析 學(xué)生現(xiàn)有的能力與已掌握的知識(shí)： 學(xué)生在上學(xué)期已經(jīng)學(xué)過(guò)詞匯： big, small, old, new, 句型： Where is ? Its in / on / under/ 指路問(wèn)路對(duì)地點(diǎn)特征描述都可以用到上述的詞匯和句型。經(jīng)過(guò)上半學(xué)期的學(xué)習(xí)學(xué)生已經(jīng)積累了一定的詞匯，掌握了一定的目標(biāo)語(yǔ)，已經(jīng)具備了一定的聽說(shuō)讀寫能力。 四 、教學(xué)重難點(diǎn) 1重點(diǎn)： 1） 表方位的介詞： near、 across from、 next to、 between、 on 2） 問(wèn)路與指路的基 本語(yǔ)句 2難點(diǎn)： 1） 本單元詞匯量較大（ 生詞表中列出 44 個(gè)單詞， 9 條短語(yǔ)；課文中還有一些短語(yǔ)）。 14 2） 個(gè)別句子有一定難度，如： Is there a big supermarket near where you live? Turn left off the busy First Avenue and enjoy the citys quiet streets and small parks. There is a small house with an interesting garden. Bridge Street is a good place to have fun. 五、課時(shí)安排： 五 個(gè)課時(shí) . 六、教學(xué)過(guò)程設(shè)計(jì) : The First Period Step 1: Warming up 1. Greeting First wish the class have a happy, healthy new year. 2. Warming up What do you do during the Spring Festival? Step 2 Presentation 1. Leading-in For example: (say to myself) I go to Nanping Park. I go down the Shanhu Avenue, There is a hotel, a bank, two pay phones and so. Turn left and go straight to the Jiefang Street. Its on my right. Draw a picture and write down some places on the blackboard as I am talking. 2. Teaching the new words. Post office, video arcade, pay phone, bank, supermarket, hotel, library, street, straight, turn, left, 15 right Step 3: Practice 1. Ask students to act out about turn left/right. (each team every time, at last only one who wins gets a award.) 2. Section A 1a reading Ask Ss to read the places and match the words with the pictures. 3. Guess the place where I am. For example: I am standing here. (point to the picture) Go down Bridge Street and turn left at the first crossing. Go along Fifth Avenue. Its on my right. Its next to library. Where am I going? Show them in the screen. 4. Ask Ss to follow the conversation above and complete the conversation. 5. Have the line in the classroom as the street and desks as the buildings and practice the conversation above. (1). Teacher tells four students each time to act out, others judge if they walk in the street correctly. (2) Ask Ss to judge wrong or right. 6. Section A 1b listening Play the recorder, ask Ss to circle the place they hear on the picture in 1a. 7. Pairwork: Have Ss ask and answer the question following 1c about other places in picture. Step 4: Homework 1. Copy the words in 1a. 16 2. According to the map， make a conversation like 1c. Step 5: Classwork: Translation: 1. 圖書館在超市的對(duì)面。 2. 公園在銀行的旁邊。 3. 超市在第五大街上。 4. 投幣電話在電子游戲中心和超市之間。 The Second Period Step 1: Revision Revise the words of 1a using the following pictures. Sixth Avenue ShangHu Street A Hotel Post office Video arcade bank New park library supermarket School pay phone Jiefang treet Video arcade supermarket bank hotel between and across from next to 17 Step 2: Presentation 1. Teach these words using the pictures: across from， next to， between and， on 2. Help them make sentences with these words. The hotel is across from the bank. The cinema is between the hotel and the library. Video arcade is next to the supermarket. Step 3: Practice 1. Section 2a reading Get the students to read the sentences in the box first. Then match each sentence with one of the pictures. 2. Section A 2b listening and understanding First read the words in the box together. Play the recording twice for the students to write down the words they hear. Play again, let the class know these conversations: -Where is ? - It is -Is there a ? -Yes, 3. Section A 2c oral practice Let the students look at the picture of Page 1. Ask and answer in pairs (or in a T-S way) cinema library 18 Then ask several students to repeat some of their conversations for the class. Step 4 Homework 1. Copy and master the sentences in 2b. 2. Finish sentences in 2b Step 5 Classwork 1. Choose the best answer: (1). My best friend sits next _ me. A. to B. on C. in D. beside (2). Is _ a bank near the library? A. have B. There C. has D. there (3). -Is there a bike in the supermarket? -_. A. Yes, it is B. No, it isnt C. Yes, there isnt D. Yes, there is 2. Translation: (1). 附近有一個(gè)公園嗎？是的，在旅館和郵局之間有一個(gè)。 (2). 公用電話在哪里？在學(xué)校的對(duì)邊。 The Third Period Step 1: Revision 1. Using a map of our school to revise the words of 2b. 2. Revise the conversation: 19 -Where is the ? -It is . Step 2 Presentation 1. Say: The post office, bank, supermarket are in my schools neighborhood. I am at school. I want to go to the bank. How can I get there? Teach the students to describe directions using the following: go/ walk straight, turn left /right, on the left /right, go /walk down the street Fore example: Go straight and turn right. Its on the Jiefang street. Its on the left. The bank is next to the supermarket. 2. Practice: Ask the students to practice more description of directions. Make sure they learn it well. Step 3 Practice 1. Section A 3a reading Have the students read the conversation together. Ask one of the students to put the conversation into Chinese. Remind the students of the expressions in the table. Draw the route pointed by Nancy and find out the position where Nancy and Paul are standing. New Park post office my school book shop bank supermarket East Street Jiefang Street 20 2. Section A 3b writing Tell the class these three pairs are in the picture above and find them in it. The first pair is on the corner of the New Street. The second pair is across from the first. The third pair is on the corner of the Bride Street. Ask the students to have a discussion first and then make sentences after the model of 3a. Step 4 Game Practice using the target language: -Is it + position + place? -Yes, it is. / No, it isnt. Let students look at the picture of P1 Ask and give directions in groups of four. Step 5 Homework 1. Stabilities of the words. 2. Make the sentences according the picture in 1a. Step 6 Classwork 1. Complete the conversation A: Excuse me, Is there a bank _(1) the neighborhood? B: Yes. Just _(2) straight and _(3) left. Its down the Second Avenue _(4) the right. Its next _ (5) a post office. A: _(6) there a supermarket near it? B: Yes. Its _(7)from the bank. A: Thank you very much. B: Youre _(8) 2. Make a sentence. (1). the, neighborhood, is, a, post, office, in, there 21 _? (2). next, the, to, it, is, library _? (3). bank, is, a, pay, there, the, park, between, phone, and, the _ The Fourth Period Step 1: Revision 1. Revise the conversation of Section A 3a 2. Make sure they can use these phrase correctly. go/walk straight, turn left /right, on the right /left Step 2 Presentation 1. Teach the following description words by the picture of Section B 1a. big /small, clean /dirty, busy /quiet/ noisy, new /old 2. Section B 1a Read the words aloud. Say each words meaning. Then ask students to match each word or phrase on the list with one of the pictures. Step 3 Practice Section B 1b First, read the dialogue together. Second, work in pairs according to the model. Ask some students to present their dialogues for the class. Step 4 Listening 22 1. Play the recording the first time, ask students to circle the places they hear in 1a. Check answer. (shorten) 2. Play it again. This time draw a map of Micheals neighborhood in the box. Step 5 Pairwork 1. Let students show the maps of their family houses. Then tell their partners where they live. 2. Ask one or two students to talk about their family locations in class, the other students draw maps of their families. 3. Check if the maps are correct. Step 6. Reading 1. Reading the passage by themselves and find out the new words or the points they cant understand. The new words: garden district， take a walk， through， pass， beginning tour. 2. Read the passage together. Ask them to circle the description words. 3. Read after the tape and then read it together. Step 7. Homework 1. Use the old words to describe your own house 2. complete the passage in 3b Step 8. Classwork 1. Write the following forms (1). dirty(opposite) (2). beginning (v) (3). tour(job) 23 (4). pass (past form) (5). old(opposite) (6). visit (gernous) 2. Change into English 1.玩得高興 2. 在長(zhǎng)椅上 3. 一家古老的旅館 4. 在你住的附近 5. 一條繁忙的街道 6. 散步 3. Written Describe your neighborhood and draw a map of it The Fifth Period Step 1:Check Check the students dialogues and maps. 24 Step 2 Reading and writing 1. Students look at the picture of 3b. Ask them to describe the picture. 2. Let students read the passage of 3b and fill in the blanks. Show the correct answers (shorten) 3. If necessary, explain some difficult points: have fun =have a good time busy be busy v-ing sth or with sth enjoy sth, enjoy v-ing sth, enjoy oneself if Step 3 Revision Shelf check 1 1. Read aloud together Then talk about their meaning one by one Find out their opposite of the words in 1 2. Reading and drawing Have the students read the e-mail by themselves. Find out the new words in the passage. Words: airport, pass, arrive, yours taxi Phrase: take a taxi, turn left, on your right, go through Try to understand the meaning of the e-mail Get the students to draw the route from the airport to Mikes house. Check answers. Ask the students to read e-mail together. Step 4 Just for fun Read the dialogue in two halves. Question: who breaks the mobile phone? 25 Step 5 Homework Do the study guide in Yunnan Unit 3 Why do you like koalas? 一、教學(xué)內(nèi)容分析 本單元是 Go for it 七年級(jí)上冊(cè)中第八單元 When is your birthday?。單元的核心話題是談?wù)撊掌?，課文始終圍繞這一主題展開，我們要學(xué)習(xí)序數(shù)詞的構(gòu)成以及運(yùn)用序數(shù)詞表示日期的方法；學(xué)會(huì)運(yùn)用 when 引導(dǎo)的特殊疑問(wèn)句詢問(wèn)日期；學(xué)習(xí)名詞所有格 ( s 所有格 ) 的構(gòu)成和使用。語(yǔ)言知識(shí)和語(yǔ)言 技能部分主要是圍繞核心話題時(shí)設(shè)計(jì)安排了許 多聽、說(shuō)、讀、寫的任務(wù)活動(dòng) ，來(lái)不斷豐富鞏固這一話題的詞匯及習(xí)慣短語(yǔ)。我將靈活運(yùn)用這些活動(dòng)，并將其中的一些活動(dòng)進(jìn)行變化或整合。 二、教學(xué)目標(biāo)分析 本單元總體目標(biāo) : 通過(guò)本單元的學(xué)習(xí)讓學(xué)生掌握所學(xué)目標(biāo)語(yǔ)言；學(xué)會(huì)日期 ( 年、月、日 ) 的表達(dá)法；在互動(dòng)的交流中理解生日更多的含義并學(xué)會(huì)談?wù)撟约?、同學(xué)以及父母家人的生日：學(xué)會(huì)自己安排作息時(shí)間。 根據(jù)英語(yǔ)課程標(biāo)準(zhǔn)關(guān)于總目標(biāo)的具體描述，結(jié)合本單元的教材內(nèi)容，我按認(rèn)知目標(biāo)、能力目標(biāo)、德育目標(biāo)三方面將本單元的教學(xué)目標(biāo)細(xì)化 ： 1、認(rèn)知目標(biāo) 1.語(yǔ)音 : 在日常生活中做到語(yǔ)音、語(yǔ)調(diào)基本正確、自然、流暢。 2.詞匯 : 掌握 1-12 月份的表達(dá) , 序數(shù)詞 1-31 的表達(dá) , speech contest, party, school trip, School Day, are festival, music,etc. 3. 日常交際用語(yǔ) : - When is your birthday? - My birthday is 26 - How old are you? - Im 4.話題 : Talk about date. 2、能力目標(biāo) 在連慣的聽說(shuō)讀寫活動(dòng)中，訓(xùn)練學(xué)生的邏輯思維，快速反應(yīng)能力和實(shí)踐能力 , 使學(xué)生能熟練運(yùn)用新句型來(lái)談?wù)撃挲g和日期。 3、德育目標(biāo) 熱愛生命，孝敬父母的思想教育。 三、學(xué)生學(xué)情分析 本單元的主題是詢問(wèn)和談?wù)撊掌?，圍繞這一主題進(jìn)行一系列的交際活動(dòng)，使學(xué)生掌握日期的表達(dá)法，正確使用 when引導(dǎo)的特殊疑問(wèn)句對(duì)日期進(jìn)行詢問(wèn)。在學(xué)習(xí)日期的表達(dá)法時(shí)要先學(xué)習(xí)序數(shù)詞的構(gòu)成，學(xué)生在以前的課程里已經(jīng)學(xué)習(xí)了基數(shù)詞，對(duì)于兩種數(shù)詞之間的區(qū)別一定會(huì)令學(xué)生感到頭痛，教師 要引導(dǎo)學(xué)生運(yùn)用對(duì)比的方法，找出構(gòu)成規(guī)律，總結(jié)特殊變化，對(duì)比強(qiáng)化記憶。 引導(dǎo)學(xué)生采用 Role-playing & Comparing 的學(xué)習(xí)策略，學(xué)習(xí)一些新的詞匯，掌握一些重點(diǎn)句型，在師 -生，生 -生，小組的練習(xí)過(guò)程中，學(xué)會(huì)表達(dá)日期。同時(shí)，教師應(yīng)從學(xué)生的生活經(jīng)驗(yàn)和興趣出發(fā)，在課堂教學(xué)中應(yīng)設(shè)計(jì)任務(wù)型教學(xué)活動(dòng)，體現(xiàn)以學(xué)生為主體的教學(xué)活動(dòng)，讓學(xué)生在完成各項(xiàng)任務(wù)的過(guò)程中自主學(xué)習(xí)語(yǔ)言，提高綜合運(yùn)用語(yǔ)言能力。在這一課中，我們可以根據(jù)情況設(shè)計(jì)一些實(shí)際操作演示的活動(dòng)， 教唱生日歌，月份歌，讓學(xué)生自己帶日歷，問(wèn)同學(xué)生日，提高學(xué)生的 參與興趣。 四、教學(xué)策略 新目標(biāo)英語(yǔ)中的具體語(yǔ)言目標(biāo)是通過(guò)各種各樣的 Tasks 來(lái)實(shí)現(xiàn)的；整個(gè)教學(xué)過(guò)程中，各種語(yǔ)言結(jié)構(gòu)、語(yǔ)言功能與不同的學(xué)習(xí)任務(wù)有機(jī)的結(jié)合。教學(xué)的實(shí)質(zhì)是交際，為此我選用了以下教學(xué)法： 1 、提問(wèn)引入法通過(guò)提問(wèn)，集體，分組，分行回答 , 或?qū)W生逐個(gè)回答的形式開展教學(xué)，檢查和鞏固新舊知識(shí)。 2 、交際功能法通過(guò)集體，分組，兩人，個(gè)人操練等形式，達(dá)到交際的目的。 27 教學(xué)模式和教師特色 針對(duì)本課的內(nèi)容，我采用了五步教學(xué)法：第一步：熱身 - 激活舊知識(shí)，創(chuàng)設(shè)輕松 活躍的課堂氣氛。第二步：呈現(xiàn) - 呈現(xiàn)新內(nèi)容，感知舊內(nèi)容；第三步：操練 - 用多種方式操練新知識(shí)；第四步：鞏固 - 通過(guò)游戲，聽力練習(xí)和筆頭練習(xí)相結(jié)合的方式，鞏固新知識(shí)。第五步：應(yīng)用 - 布置任務(wù)性活動(dòng)，讓學(xué)生在用中學(xué)，在樂中學(xué)，學(xué)了就用。同時(shí)堅(jiān)持 教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ) 的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)教師扮演自身作為 設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者 的角色。所以本課時(shí)以任務(wù)型教學(xué)為主，融合直觀教學(xué)法，情景教學(xué)法和交際教學(xué)法，培養(yǎng)學(xué)生口語(yǔ)交際能力，培養(yǎng)學(xué)生觀察能力、英語(yǔ)思維能力 和動(dòng)手能力。 五、教學(xué)重難點(diǎn) 根據(jù)對(duì)教材和學(xué)生的學(xué)情分析，本課時(shí)確定的重難點(diǎn)如下： 重點(diǎn)： When 引導(dǎo)的特殊疑問(wèn)句的構(gòu)成和使用。 難點(diǎn)： 學(xué)習(xí)序數(shù)詞的構(gòu)成和日期的表達(dá)法。 五、課時(shí)安排： 四個(gè)課時(shí) . 六、教學(xué)過(guò)程設(shè)計(jì) : The First Period Teaching aims: 1. Learn new words: animalstiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description wordscute, fun, smart. 2. Listen and check() the animals. 3. Practice the conversation: describe animals 28 Teaching methods: listen and say, read and write Teaching procedures: Step 1 Presentation (1a) 1. We are going to learn the names of some more animals. 2. Show the animals on the map of the zoo point to the animals and say the names let students read the words match the words with the animals in the picture practice the words (read and write) Step 2 Listening practice (1b) 1. Point to the animals in 1a and ask students to say the names play the recording of the conversation twice check() the names of animals Step 3 Pair work (1c) Practice the conversations using the description words. A: Lets see the lions. B: Why do you want to see the lions? A: Because theyre cute. Step 4 Consolidation Free talk Ask students to present their conversations to the class. Step 5 Summary Words and conversations Step 6 Homework 29 Remember the words and conversations. 教后一得： 在課堂上，教師是參與者，幫助者， 學(xué)生是活動(dòng)的主體，學(xué)生的任務(wù)是開放的。學(xué)生以小組為單位進(jìn)行活動(dòng)，在較真實(shí)的語(yǔ)境中鍛煉口頭、筆頭能力。有利于培養(yǎng)學(xué)生的合作精神，促進(jìn)學(xué)科之間的滲透和交融。 The Second Period Teaching aims: 1. Listening practice: Write the names of the animals. 2. Oral practice: Ask and answer questions about animals. Grammar focus: Teaching difficulty: difference between the words very and kind of. Teaching methods: listen and say Teaching procedures: 30 Step 1 Revision Can you say the names of the animals? Ask some students to say and two students to write on the blackboard. Step 2 Free talk Make a conversation in pairs, talking about animals. Step 3 Presentation (2a) 1. Do you want to go to the zoo? Julia and Henry are talking about the animals in the zoo. 2. Lets listen together. 3. Play the recording twice students write in the names of the animals draw a line between animals and adjectives Step 4 Listening practice (2b) Hear the recording again complete the conversations with the words given tell the words: very & kind of ( They always come just before the adjectives in the sentences. Look at the cartoons under 2b. We can make sure. Another example: if we are familiar with percentages, we might use the following scale to help explain their meaning: 0% 50% 95% not kind of very) Step 5 Pair work(2c) 1. Practice the target language. 2. Ask and answer questions with the given words. Step 6 Consolidation Ask some pairs to act out the conversations. Step 7 Summary 31 Grammar Focus Step 8 homework: Practice the target languages. 教后一得： 現(xiàn)在的英語(yǔ)課堂是開放式的，本著啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生的觀察力，想象力，創(chuàng)新能力和合作精神的原則，我們?cè)O(shè)置了一些活動(dòng)，能夠調(diào)動(dòng)學(xué)生課外英語(yǔ)學(xué)習(xí)的積極性，鍛煉學(xué)生獨(dú)立或以合作形式收集資料、處理信息的能力。為學(xué)生提供實(shí)際運(yùn)用英語(yǔ)的機(jī)會(huì)。 The Third Period Teaching aims: 1. Say the names of the countries on the maps. 2. Talk about where the animals come from. Game: Bingo. Key points: Countries: China, Australia, South Africa, Japan, Brazil. Animals: lions, pandas, koala bears, dolphins, elephants, giraffes. Teaching methods: 32 Use the geography knowledge to match the countries and animals； play the gamebingo. Teaching aids: Tape, recorder, maps, use coins, paper chips or scraps of paper as markers. Teaching procedure: Step 1 Revision: free talk Work in pairs, describing the animals. Step 2 Presentation 1. We have known many more animals. Do you want to know where the animals are from? 2. Lets look at the maps and say the names of the countries (show the maps). 3. Point to the maps and ask students to say the names point to the animals in 3a and ask students to name them as k: Where are the animals from? Let the students draw a line between each animal and the country. Step 3 Pair work (3b) Practice the conversation: Where are lions from? Theyre from Africa. (Use the animals and countries in activity 3a.) Step 4 Game: Bingo (4) 1. Read the countries and the animals in the box write nine words from the box on the bingo board listen to the tape cross out(X)the words you hear(You can place a marker on each word. say bingo when you get arrow of Xs or cover three boxes in a row. 2. According to the game, we can consolidate the animals and countries. 33 Step 5 Summary We have practices where the animals are from. Remember the countries and their animals. Step 6 Homework Ask and answer questions. 教后一得： 現(xiàn)在的英語(yǔ)課堂是開放式的，本著啟發(fā)學(xué)生思維 ，培養(yǎng)學(xué)生的觀察力，想象力，創(chuàng)新能力和合作精神的原則，我們?cè)O(shè)置了一些活動(dòng)，能夠調(diào)動(dòng)學(xué)生課外英語(yǔ)學(xué)習(xí)的積極性，鍛煉學(xué)生獨(dú)立或以合作形式收集資料、處理信息的能力。為學(xué)生提供實(shí)際運(yùn)用英語(yǔ)的機(jī)會(huì)。 The Fourth Period Teaching aims: 1. Remember the description words: ugly, intelligent, friendly, cute, shy. 2. Listening practice 3. Oral practice: talk about animals. Key points: Intelligent, friendly, cute, shy. Teaching procedure: Step 1 Revision -Why do you want to see lions? -Because theyre cute. 34 Step 2 Presentation 1. We have learned some description words such as scary, interesting, small, cute, exciting. 2. Well learn four description words this class: ugly, intelligent, friendly, shy. 3. Teach the new words. Step 3 Exercise 1. Match the words and the animals 2. Look the pictures in 1 ask a student to say the names of animals read the eight adjectives match the adjectives with the animals in the picture write the letter of the animals on the line (Perhaps students have different opinions.) Step 4 Listening practice 1 (2a) 1. Tony and Maria want to the zoo. What animals do they like and why? Lets listen to the tape. 2. Play the recording twice students circle the description words in 1 correct the answers Step 5 Listening practice 2 (2b) Play the recording again write the animals each person talks about and the words they say check the answers Step 6 Pair work (3) Work in pairs ask some pairs to act Step 7 Summary Weve know more description words. 35 Step 8 Homework Remember the adjectives. 教后一得： 現(xiàn)在的 英語(yǔ)課堂是開放式的，本著啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生的觀察力，想象力，創(chuàng)新能力和合作精神的原則，我們?cè)O(shè)置了一些活動(dòng)，能夠調(diào)動(dòng)學(xué)生課外英語(yǔ)學(xué)習(xí)的積極性，鍛煉學(xué)生獨(dú)立或以合作形式收集資料、處理信息的能力。為學(xué)生提供實(shí)際運(yùn)用英語(yǔ)的機(jī)會(huì)。 The Fifth Period Teaching aims: 1. Remember the words and expressions: grass, sleep, during, at night, leaf, him, give, guess, meat, relax, lazy. 2. Be able to read and write about animals. 3. Theme task and teaching difficulty: write a description. Teaching procedures: Step 1 Revision Ask some questions: Where are the lions from? Where are the pandas from? Where are the koala bears from? Where are the elephants from? Step 2 Presentation 1. Can you describe the animals? Look at 3a. 2. Ask students to read the descriptions match them with the animals check the answers. 36 Step 3 Exercise Learn new words: grass, leaves, meat, sleep, relax, lazy look at the animal lion in 3a fill in the blanks check the answers. Step 4 Writing and reading practice (3c) Write a description like the one in3b do a sample(Choose an animals name and write on the blackboard.): Koala bears write about any animal ask students to read in pairs. Step 5 Group work: Guess Ask students to get into groups of four take turns reading from 3c other students guess what animals. Step 6 Summary Weve practiced reading and writing about animals. Step 7 Homework: Recite some passages about animals. 教后一得： 現(xiàn)在的英語(yǔ)課堂是開放式的，本著啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生的觀察力，想象力，創(chuàng)新能力和合作精神的原則，我們?cè)O(shè)置了一些活動(dòng)，能夠 調(diào)動(dòng)學(xué)生課外英語(yǔ)學(xué)習(xí)的積極性，鍛煉學(xué)生獨(dú)立或以合作形式收集資料、處理信息的能力。為學(xué)生提供實(shí)際運(yùn)用英語(yǔ)的機(jī)會(huì)。 The Sixth Period Teaching aims: Have a revision about Unit 2, including words and target languages. 37 Teaching procedure: Step